Video-based focus group for chemistry knowledge construction by secondary preservice teachers

The present work analyzes the relavance of using video for promoting reflection about chemical contents and their learning, in the context of the Spanish Master’s in Secondary Education. The used video clips were edited from the recordings of two cooperative groups of Master’s students who were solving an open-ended problem about chemistry. This problem was stated as follows: «What might happen when two substances are placed into contact with each other?» These clips contained some alternative conceptions in chemistry, together with some theoretical and practical difficulties arisen in the solving process. Later, the video was shown in the framework of a focus group, where a free debate between the participants was stimulated. The transcriptions of this session gave rise to a group of categories of analysis related to different stages of problem resolution, and emotional aspects as well. These results make us conclude that using video is an appropriate way of promoting learning about physical and chemical changes through cognitive conflict. Moreover, the necessity of considering emotional, individual and group aspects in conceptual change is supported.